Papers.- An Overview of the Arguments Concerning the Development of a New Curriculum.- Who Takes Elementary Mathematics Courses? Why? A Guess, and Some Problems for Change.- Symbolic Manipulation and Algorithms in the Curriculum of the First Two Years.- Problem Solving and Modeling in the First Two Years.- The Mathematical Needs of Students in the Physical Sciences.- Engineering Needs and the College Mathematics Core.- The First Two Years of Mathematics at a University as It Relates to the Mathematical Needs of Students in the Social Sciences.- Mathematics in Business and Management.- Mathematics Curriculum and the Needs of Computer Science.- Developing Mathematical Maturity.- A Two-Year Lower-Division Mathematics Sequence.- How to Cure the Plague of Calculus (or Revisions in the Introductory Mathematics Curriculum).- Principles for a Lower-Division Discrete-Systems-Oriented Mathematics Sequence.- Statistics in the Two-Year Curriculum.- The Effects of a New College Mathematics Curriculum on High School Mathematics.- The Effect of a New Discrete Mathematics Curriculum on the Training of Teachers of Mathematics.- The Impact of a New Curriculum on Remedial Mathematics.- Finite Mathematics - Then and Now.- Problems of Implementing a New Mathematics Curriculum.- Problems in Instituting a New Mathematics Curriculum at a University.- Arithmetic in the Computer/Calculator Age.- Workshop Reports.- A Lower-Division Mathematics Curriculum Consisting of a Year of Calculus and a Year of Discrete Mathematics.- An Integrated Two-Year Curriculum.- Implementation.
The Conference/Workshop of which these are the proceedings was held frcm 28 June to 1 July, 1982 at Williams College, Williamstown, MA. The meeting was funded in its entirety by the Alfred P. Sloan Foundation. The conference program and the list of participants follow this introduction. The purpose of the conference was to discuss the re-structuring of the first two years of college mathematics to provide some balance between the traditional ca1cu1us linear algebra sequence and discrete mathematics. The remainder of this volume contains arguments both for and against such a change and some ideas as to what a new curriculum might look like. A too brief summary of the deliberations at Williams is that, while there were - and are - inevitable differences of opinion on details and nuance, at least the attendees at this conference had no doubt that change in the lower division mathematics curriculum is desirable and is coming.
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